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International Education Studies; Vol. 8, No. 2; 2015ISSN 1913-9020 E-ISSN 1913-9039

Published by Canadian Center of Science and Education

21

The Type of Culture at a High Performance Schools and Low

Performance School in the State of Kedah

Yaakob Daud1, Arumugam Raman1, Yahya Don1, Mohd Sofian O. F.1 & Fauzi Hussin1 1 School of Education and Modern Languages, Universiti Utara Malaysia, Sintok, Kedah, Malaysia

Correspondence: Yaakob Daud, School of Education and Modern Languages, Universiti Utara Malaysia, Sintok,

09000 Kedah, Malaysia. Tel: 604-928-5452. E-mail: [email protected]

Received: October 11, 2014 Accepted: November 12, 2014 Online Published: January 27, 2015

doi:10.5539/ies.v8n2p21 URL: http://dx.doi.org/10.5539/ies.v8n2p21

Abstract

This research aims to identify the type of culture at a High Performance School (HPS) and Low Performance

School (LPS) in the state of Kedah. The research instrument used to measure the type of organizational culture

was adapted from Organizational Culture Assessment Instrument (Cameron & Quinn, 2006) based on

Competing Values Framework Quinn and Rohrbaugh (1983) Model. Two HPSs and two LPSs representing 129

teachers were chosen as research samples. Research findings showed that the current dominant culture in both

HPS and LPS is Hierarchy (M=36.76, M=30.63 & SD = 8.23, SD=7.83) consecutively. Both types of schools

practice Market culture and the average scores for both types of schools are the same whereby HPS (M=25.7,

SD=8.56) and LPS (M=25.94, SD=8.32). However, HPS practices less Clan culture (M=21.15, SD=8.74)

compared to LPS (M=24.18, SD=6.97). The Clan culture is more prominent in LPS compared to HPS. Both

types of schools practice Adhocracy less which are (M=17.75, SD=6.94) in HPS and (M=19.81, SD=6.78) in

LPS respectively. The findings showed that teachers in both types of schools would like to have the Clan culture

practiced in their schools with the same average scores, M=34.89, SD=8.22. HPS prefers the Market culture

(M=26.01, SD=6.32) compared to LPS Market culture (M=23.01, SD=.22). However they accepted Adhocracy

less in HPS (M=20.02, SD=8.31) and LPS (M=21.58, SD=7.89). Nevertheless, Hierarchy culture in HPS

(M=19.32, SD=6.45) and in LPS (M=21.05, SD=6.68) are widely practiced. From the comparisons made, it can be concluded that both types of schools widely practice the Hierarchy and Market cultures in schools. The

recommendations for further studies were also suggested.

Keywords: school culture, high performance school, low performance school

1. Introduction

School performance is related closely to organizational culture practiced in a school. School culture plays a role

in driving the school administration towards achieving the goal set by the school (Seshore, 2009). Organizational

culture of a school also influences the working culture of the school community and the academic achievements

of students. Organizational culture can be defined as a value system whereby members of an organization follow

the same organizational culture even though they are from different backgrounds and at different levels in the

organization (Robbins & Sanghi, 2007). Majority of the community in HPS uphold and practice strong beliefs

and values of the organization.The Malaysian system of Education is faced with multitude of issues which affect the effort to improve the

quality of education. The Kedah Education State Department (2010) has identified several main issues which

influence the state education achievement, among others, are administration and management issues of

educational organizations. As a unit responsible in organizing and managing an organization, the school

administration should be vigilant and always seek for new strategies to improve performance and service

qualities (Marzono, Water, & McNulty, 2005). Thus, the school administration must have the tenacity and

resilience to overcome all kinds of pressure and challenges. Therefore, failure of the administration to make

decisions and take appropriate actions will affect the credibility of the whole education system because the

society always have high expectations of schools.

School leadership is also responsible for students’ achievements. There are still principals and head teachers who

fail in practicing instructional leadership which lead to the quality of the education achievement being

compromised at the state level. Furthermore, school leadership plays a very important role in the formation and

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22

maintaining positive organizational culture in schools. Practising positive school culture will contribute to

healthy environment and hence improve school performance. Therefore, this research is geared towards studying

organizational culture practices in HPS which is a model school and become a benchmark of high standard in

order to compete at an international level.

2. Theoretical Framework

Research in organizational cultural practices in primary level HPS and LPS in Kedah is developed based onCompeting Value Framework Model (CVF) developed by Quinn and Rohrbaugh (1983). The conceptual

framework was developed based on research objectives and questions. The instrument used in this research is

Organizational Culture Assessment Instrument (OCAI) which was also developed by Cameron and Quinn (1999,

2006). There are four types of culture highlighted in this model which are Clan, Adhocracy, Market and

Hierarchy. This research focused on 6 cultural dimensions, namely main features, organizational leadership,

employee management, organizational bonding, strategic emphasis and success criteria.

The CVF model is an organization model that is very influential and is widely used in the field of organizational

research (Tianyuan, 2009). Compared to other organization models, CVF and the instrument used in this model

which is the OCAI has high validity and reliability values. There are four types of organizational cultures in this

model which are the Clan, Adhocracy, Market and Hierarchy (Cameron & Quinn, 2006) cultures. There is a vast

difference between these four organizational cultures. The left side of this framework graph shows that the

organization is more internally focussed while the right side represents external focus. The top part of the graphrepresents flexible and free organization while the bottom part represents organization that is stable and under

control. Four types of culture which are categorised in the CVF model are Clan, Adhocracy, Market and

Hierarchy cultures.

The organizations that practice the Clan culture share a lot of private information and resemble a big family

whereby the leaders in the organization are seen as advisers, facilitators and team builders. They are united

through loyalty or tradition and the commitment of the members towards the organizations is high. The

organizations also emphasize long term benefits in human resource management and organizational success is

defined as sensitivity towards customers and care for other people. Adhocracy culture emphasizes output

production that is innovative and implements transformation. The organization displays a dynamic and creative

place. Members of the organization are ready to take risks and its leadership has high innovative visions. This

organization is focused on growth and needs new resources. The organizational success is defined as success in

obtaining new and unique products or services.Market culture emphasizes on perfection in completing any tasks. Members of organizations are competitive in

achieving goals. The organizations that practice this culture put much emphasis on winning. They are concerned

with reputation and success in achieving goals and targets. Hierarchy culture is a formal and structured

organisation where maintaining smoothness of organisations is the priority. Formal rules and policies in many

ways unite the organisation. Success is defined by smooth scheduling, task implementation which is under

control and low cost human resource management which emphasizes job guarantees. Based on CVF, Cameron

and Quinn (1999, 2006) has developed a measurement scale that is approriate which is OCAI (Tianyuan, 2009).

2.1 Research Problems

Corporate culture and organizational achievement are closely related. The achievement of any organization is

largely influenced by the culture practiced in that particular organization. Culture is a value and belief that are

shared together to achieve organizational goals. If the culture can be accepted by all members and they work

together to increase the performance of the organization, then the culture practiced in the organization is positive.There have been many studies conducted by researchers on the relationship between organizational culture and

organizational achievements. Carroll (2008) has conducted a study on the relationships between organizational

culture, human resource management and achievements of firms using the CVF model. The research findings

conclude that the type of organizational culture has a significant relationship with employee achievements. Three

firms were used to study the organizational achievement while two were for financial achievements. The Clan

and Adhocracy culture showed a positive relationship with the achievements in the three firms, while the Market

and Hierarch y culture showed a negative relationship with the achievements in the three firms. Clan and Market

cultures are found to have relationships between management-workers' achievement and worker

management-operational performance. Financial performance has a positive significant relationship with the

Adhocracy culture and a negative significant relationship with the Hierarchy culture. There are proof that

financial performance is indirectly influenced by the relationship between Clan and Market cultures with

workers’ performance.

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23

On the other hand, research discussion conducted by Gomez et al. (2011) concluded that their research findings

contribute to the understanding of educational process and performance at the secondary level. The research

findings suppport the model developed by Heck and Harlinger (1996) regarding the effect of organizational

process which includes organizational cultural effects on school performance through teachers in K-8 schools.

More over, the findings also identified that the academic achievements of schools and social culture relate

positively with students’ performance. The research results enhanced the validity and reliability of the research

model in reflecting the educational process and achievements in the types of schools mentioned above. Theresearch outcome proved that there is indirect effect of organizational values and climates towards school

achievements. There is also direct effects of teachers’ behaviour with school achievements. On the whole, the

research outcomes provide guidance regarding the components in the organizational culture which requires

actions from schools to improve achievements.

3. Methodology

3.1 Research Design

This is a descriptive survey which used questionaires taken from the OCAI (Cameron & Quinn, 2006). A set of

questionaires was prepared based on cultural dimensions. The four types of cultures which are divided in the

CVF model are Clan, Adhocracy, Market and Hierarchy. The questionnaires were distributed to respondents to

two HPS and two LPS selected and was administered by the researcher.

3.2 Population and Sampling

The research design is based on simple random sampling whereby teachers from HPSs and LPSs in the Kubang

Pasu and Kota Setar districts were selected as samples representing teachers’ population in Kedah. There are two

HPSs in Kubang Pasu District, namely HPS1 consisting of 50 teachers and 79 teachers in HPS2. To represent

LPS, a total of 100 primary school teachers from two LPSs in the Kubang Pasu district were selected as research

samples. Hence, the total sample of 227 is approriate to represent HPS and LPS teachers in Kedah.

3.3 Research Instruments

The research instrument used to study organizational cultural practices in HPS and LPS in Kedah were taken

from OCAI (Cameron & Quinn, 1999, 2006) instrument based on CVF model which was developed for the first

time by Quinn and Rohrbaugh (1983). There are four types of culture in the CVF model which are Clan,

Adhocracy, Market and Hierarchy. This questionaire consisted of two parts, A and B. Part A required respondents

to fill in their personal information. Part B was the section to identify the type of organizational culture based onthe six dimensions of culture. The 6 questions were based on perceptions of respondents on current cultural

features in their organizations which are organizational leadership, workers’ management, organizational bond,

strategic emphasis and success criteria. Respondents were also asked to state their expectations on cultural

features in their organizations for 5 years to come. Each question has 4 options A,B,C and D. 100 points are

divided among the 4 options based on the most accurate alternative answer that reflects the respondent’s

organization.

4. Results and Discussions

Based on the research inquiry the results of the findings are as follows:

What is the cultural practices of HPSs in Kedah?

What is the type of current culture practiced in HPSs in Kedah?

What is the type of culture expected by teachers in HPSs in Kedah in five years to come?

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Table 1. H

Figure 1

SD=7.6).

SD=6.32)

cultures c

difference

Interpretat

two main

flexibility

focus com

of both st

The expe

SD=7.32).The differ

show that

average C

finding al

whereby t

findings c

whereby t

and carefr

et.org/ies

PS1 average

hows the fin

hereas Clan

and Adhocra

an be conclu

between the t

ion of finding

dimensions in

and freedom

pared to exter

bility and con

ted culture b

However, teaence in averag

the Clan cul

an culture for

so shows an i

he Market cu

onclude that t

e Clan and

ee culture but

indings

Culture

CLAN

ADHOCR

MARKET

HIERARC

dings for HP

(M=28.05, S

y (M=17.11,

ed to be two

o cultures w

s are further e

the plot that

versus stabili

nal focus whe

trol.

the HPS1 t

chers in HPS1e between cur

ure is a dom

expectation i

ncrease in A

lture is the s

e teachers’ e

arket cultures

still stable an

Internation

igure 1. HPS

Cur

28.

CY 17.

23.

Y 31.

1. The domi

D=6.44) is th

SD=5.89) are

dominant cul

ich is an ave

panded by lo

re internal foc

y and control

reby it recogn

achers in an

reject Hierar rent and expe

nant culture

HPS1 has d

hocracy (M=

cond highest

pectations fo

are the domi

under contro

al Education St

24

1 organization

rent Expec

5 29.94

1 20.25

2 26.07

23.29

nant current

second dom

two cultures l

tures practice

age differenc

oking at each

us and integr

. The finding

izes the impo

ther five yea

hy culture wted for the Hi

hosen by tea

creased comp

20.25, SD=8.

culture desir

organization

ant cultures

.

dies

al culture

ation Differ

1.89

3.14

2.75

-8.61

ulture for thi

nant culture i

ess practiced

d in the scho

of 3.85.

quarter of the

tion versus e

show that H

tance of flexi

s is more do

ich is currentlerarch y cultur

chers, the dat

ared to the Cl

2) and Mark

ed by teacher

internal focus

xpected by te

ence

s school is H

n the school.

n HPS. The

ol. This is be

Figure and ho

ternal focus a

PS emphasize

bility and free

inant towar

y widely prace is 8.61. Eve

a in the Tabl

an currently b

et (M=26.07,

s in their sch

and external

achers. They

Vol. 8, No. 2;

ierarchy (M=

Market (M=2

ierarchy and

cause of the

w the score a

d differences

s more on int

dom and a ba

s Clan (M=2

ticed in the sc though the r

1 shows th

ing practiced

SD=6.50) cul

ools. The res

focus are bal

lso want a fle

2015

31.9,

3.32,

Clan

light

fects

; and

ernal

ance

9.94,

hool.sults

t the

. The

tures

arch

nced

xible

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Table 2. H

Figure 2

SD=8.41).culture w

the secon

score in t

this schoo

this schoo

The result

culture w

school is

next five

hope that

five years.

highest cudesired b

based on t

What is th

What is th

What is th

et.org/ies

PS2 average

hows the fin

Referring toich is Market

lowest practi

e findings sh

practices sta

emphasizes

for HPS2 tea

ich shows the

he Hierarchy

ears. This sh

Clan, the cult

. The Market

lture (M=25.9 teachers, wh

eir preferenc

e cultural prac

e type of curr

e type of cult

indings

Culture

CLAN

ADHOCR

MARKET

HIERARC

ings for HP

the research(M =27.21, S

ced (M=18.1

ws that Hiera

ility and cont

ore on intern

chers’ expect

highest cultu

culture whic

ows that the t

re currently l

culture is the

7, SD=8.11) pich is the sa

e for the Mark

tice of LPSs i

nt culture pra

re expected b

Internation

igure 2. HPS

Cur

16.

CY 18.

27.

Y 39.

2. The curre

findings whe=6.33) is hig

, SD=6.20)

rchy and Mar

ol in their sc

al focus than

tion on the sc

re chosen by t

is the lowes

achers in HP

east practiced

second highe

referred by the situation a

et culture.

Kedah?

cticed in LPSs

teachers in

al Education St

25

organization

rent Expec

38.02

6 19.87

1 25.97

3 16.81

t dominant c

e the gap beh with a diffe

hereas Clan c

et are two do

ool in terms o

xternal focus.

hool culture i

he teachers.

t culture (M=

S2 reject the

in their schoo

t culture prac

e teachers. A the present.

in Kedah?

PSs in Kedah

dies

al culture

ation Differ

21.2

1.71

-1.24

-23.0

lture for this

ween dominaence in avera

ulture is the l

minant cultur

f managemen

However, the

five years ti

he dominant

16.81, SD=5.

ulture curren

l will become

ticed by the

hocracy (M=However the

in five years t

ence

school is Hi

nt culture ane of 12.62. A

east practiced

es in HPS2. T

and leadershi

y still focus o

me is Clan (

ulture practic

0) expected

ly practiced i

the dominant

PS2 teachers

19.87, SD=6.4 still want st

o come?

Vol. 8, No. 2;

erarchy (M=3

second domdhocracy cult

in the school.

his also show

p. Apart from

both dimensi

=27.21, SD=

ed currently b

y teachers fo

their school

culture in the

is also the se

7) will remaiability and co

2015

9.83,

inantre is

The

that

that,

ons.

6.33)

y the

r the

and

next

cond

lessntrol

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Table 3. A

The resea

two domisignifican

SD=6.08)

LPS1. Th

stability a

emphasize

organizati

culture (

Clan cult

( M=19.04,

teachers p

show a no

freedom a

et.org/ies

erage findin

ch results sho

ant culturesscore differe

is the third

findings sho

d control di

in the orga

ns in another

=23.66, SD=

re is higher t

SD=6.28) cu

efer the Clan

ticeable differ

e more expec

s of LPS1

Culture

CLAN

ADHOCR

MARKET

HIERARC

ws (Figure 3)

racticed in Lnce compared

ighest culture

w that the L

ensions are al

ization. Find

five years sh

.18). The sco

an the score

ltures. The no

culture to be

ence. The exi

ted in the org

Internation

igure 3. LPS1

Cur

27.

CY 16.

22.

Y 33.

that the Hiera

PS1. The Hie to the Clan

practiced an

S1 prioritizes

so practiced a

ings for the

w that they p

re also shows

for other cult

ticeable differ

he practiced c

ting internal

nizations com

al Education St

26

Organization

rent Expec

5 36.79

8 18.04

6 22.28

4 23.66

chy (M=33.1

archy cultureith the aver

d Adhocracy

internal focu

d the same g

expectation o

refer the Clan

a high avera

res includin

ence between

ulture in the s

ocus was also

pared to stabil

dies

al culture

ation Differ

9.04

2.46

-0.38

-9.48

, SD=7.96) a

obtained thege difference

(M=16.58, S

s in their org

es with flexi

f the LPS1

culture (M=3

e difference

Market (M=

the Clan cult

chool. Where

preferred to

ity and contro

ence

d Clan (M=2

highest scoreof 5.39. The

=5.79) is the

anizational m

ility and free

eachers of t

6.79, SD=8.1

hich is 13.13

22.28, SD=6.

re and other

s the other th

e maintained

l.

Vol. 8, No. 2;

.75, SD=6.51

but did not hMarket (M=2

least practic

nagement an

om which ar

e culture in

8) to the Hier

. The score fo

3) and Adho

ultures show

ee cultures di

and flexibilit

2015

) are

ve a2.66,

d in

d the

also

their

rchy

r the

racy

that

d not

and

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Table 4. A

Findings

dominatinSD=6.33)

has two d

Clan (M=

both of th

be the cu

teachers i

school an

culture is

SD=6.67)

(M=22.28,

can be in

externally.also show

besides fo

integratio

Is there a

et.org/ies

erage findin

or the secon

g culture seedo not have s

minant cultur

1.33, SD=5.8

se cultures ar

rent prevailin

LPS2 are ho

the Hierarch

ess preferred

to the targete

SD=5.84) do

terpreted that

This schools that the tea

cusing both i

.

arked differe

s of LPS2

Culture

CLAN

ADHOCR

MARKET

HIERARC

type of dai

ng that dataignificant sco

es, Hierarchy

3) cultures sh

e practiced in

g one practic

eful that the

culture (M=

by the teacher

score one (

es not show

LPS2 has a

s also flexiblchers in the s

ternally and

nce between t

Internation

igure 4. LPS

Cur

21.

CY 28.

22.

Y 28.

ly schools, th

shows thate difference,

and Adhocrac

w insignifica

an equal man

d in LPS2 a

lan culture (

8.95, SD=6.0

s, noting that

=23.59, SD=

ny significan

ministrative

e and free whchool expect

externally an

he cultures of

al Education St

27

organization

rent Expec

3 33.37

7 23.59

6 22.28

2 18.95

e LPS2 sho

ierarchy (Mit being only

y. The two lo

t average dif

er in the sch

d the Clan c

=33.37, SD

2) is reduced.

there is a mar

6.18). Nevert

difference co

capabilities a

ile still maintthat the scho

at the same

a HPS with th

dies

al culture

ation Differ

12.04

-4.98

-0.38

-9.67

s that the sc

28.62, SD=60.05. Therefo

est cultures,

erence betwe

ol. Even thou

lture the lea

7.60) will be

In terms of fu

ed decrease

eless the targ

mpared to th

d is focused

aining stabilitl culture be

time putting

at of LPS in

ence

hool does no

.70) and Ade it can be co

Market (M=2

n the two. It

gh the Hierar

t practiced, t

racticed mor

ture expectati

rom the curre

eted score for

current scor

in actions b

and control.ore flexible

riority on int

edah?

Vol. 8, No. 2;

practice a s

ocracy (M=2ncluded that

.66, SD=5.99

an be deduce

hy culture se

e data shows

prevalently i

ns, the Adho

t score (M=2

the Market c

. From the ta

oth internally

Neverthelessand free in n

ernal focusin

2015

ingle

8.57,PS2

) and

that

m to

that

n the

racy

8.57,

lture

le it

and

dataature

and

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Table 5. A

The Figur

and HPS2same tim

organizati

Neverthel

Adhocrac

Market c

difference

If we obs

becomes t

culture as

Hierarchy

(M=26.01,

registers ttargeted o

organizati

et.org/ies

F

erage findin

e 5 and Table

. The result c they also p

n. The diffe

ss, the Clan a

(M=17.75,

ltures. From

s however the

rve the expec

he dominant

compared to

culture (M=1

SD=6.32) be

e lowest scor e (M=20.02,

n that they ar

gure 5. Organ

s of HPS

Culture

CLAN

ADHOCR

MARKET

HIERARC

5 show the re

learly showsactice the M

rence betwee

nd Adhocracy

D=6.94) cult

this result it

stress more

tations of the

ulture in thei

he targeted o

9.32, SD=6.4

kept as the

e, data showsSD=8.31). Fr

e in prioritize

Internation

izational cult

Cur

21.

CY 17.

25.

Y 36.

ults obtained

hat HPS pracrket culture

n the two is

cultures are l

ure show a

learly shows

n stability an

HPS teachers,

schools. Thi

e with an av

5) in their sc

ain culture to

that there is aom this result

internal focu

al Education St

28

re in high per

rent Expec

5 34.89

5 20.02

26.01

6 19.32

for the combi

tices the cult(M=25.7, SD

quite signif

ast practiced

arkedly less

that HPS fo

solid control

they are hop

s is proven to

rage differen

ools. Neverth

be practiced i

increase froit can also be

sing and integ

dies

formance sch

ation Differ

13.74

2.27

0.31

-17.4

ation of two

re of Hierarc8.56) as a s

icant, with a

with the Clan

r average as

uses in inter

.

ful that the C

be true by th

e of 13.72. T

eless, they sti

n schools. Ev

the currentinterpreted t

ation and sho

F

ols (HPS)

ence

igh-perform

hy (M=36.76,cond domin

average di

culture (M=21

compared to

al integration

lan culture (

e marked diff

ey are also l

ll aspire that

en though the

core (M=17.7at teachers in

uld be more fl

Vol. 8, No. 2;

nce schools,

SD=8.23).nt culture in

fference of 1

.17, SD=8.74

the Hierarch

and also ext

=34.89, SD=

erence of the

ss receptive t

the Market c

Adhocracy c

5, SD=6.94) tHPS wish th

exible and fre

2015

PS1

t thetheir

1.06.

) and

and

ernal

8.22)

Clan

o the

lture

lture

o thet the

e.

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Table 6. A

Questionn

The resultschools,

and the C

most domi

and stron

teachers' e

taken as t

highest cu

hand mar

currently

expectatio

internal fo

Data shoas a form

culture is

The long-

deadlines

But the m

structure

through v

workplace

into the ro

traditions

Sensitivit

should be

et.org/ies

erage findin

aires were dis

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30

One organizational culture is not necessarily better than the others. The proper culture for each organization

depends on the organization’s industry and strategy. Gregory, Harris, Armenakis, and Shook (2009) found a

positive relationship between clan cultures and patient satisfaction in healthcare facilities. However, a different

study (Cameron & Freeman, 1985) found that organizational effectiveness in institutions of higher education was

highest in organizations that emphasized both the adhocracy and hierarchy cultures.

5. Conclusions

Overall, organizational culture is a main tool to start and preserve an organization (Fox, 2013). Studies on

organizational culture are needed to identify the kind of cultures practiced and can help an organization to

manage its culture and manage the change in culture. The instruments used can also become the tool to study the

kinds of culture and the relationship between culture and other variables. Results of the studies can also provide

clearer understanding on an organization's cultural profile apart from enabling various parties to increase their

achievements and quality of the organization towards achieving their objectives. Studies on the cultural

organization can also be used as reference for future studies. An organizational culture which is both strong and

appropriate with the aspirations of the members in the organization can help preserve excellence in the

organization and help in achieving aims and objectives. Apart from that, it becomes the basis for the

development of education systems at various levels and helps accomplish basic and realization of government

objectives of providing quality education for citizens. It is recommended that schools employ all four dimensions

sparingly (i.e., market, clan, adhocracy and hierarchy) in order to enhance school performances.

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